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Standards for: Common Core State Standards Common Core State Standards ~ Kindergarten ~ College- and Career-Readiness Standards and K-12 English Language Arts ~ - Terms of Use: By using any resource from this site, you are agreeing to these Terms .

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College- and Career-Readiness Anchor Standards

LA.K-12.R

LA.K-12.

Key Ideas and Details

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LA.K-12.R.CCR.1

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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LA.K-12.R.CCR.2

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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LA.K-12.R.CCR.3

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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LA.K-12.

Craft and Structure

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LA.K-12.R.CCR.4

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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LA.K-12.R.CCR.5

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

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LA.K-12.R.CCR.6

Assess how point of view or purpose shapes the content and style of a text.

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LA.K-12.

Integration of Knowledge and Ideas

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LA.K-12.R.CCR.7

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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LA.K-12.R.CCR.8

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

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LA.K-12.R.CCR.9

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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LA.K-12.

Range of Reading and Level of Text Complexity

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LA.K-12.R.CCR.10

Read and comprehend complex literary and informational texts independently and proficiently.

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LA.K-12.

Note on range and content of student reading.

LA.K-12.K-5

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.

LA.K-12.6-12

To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing. Along with high-quality contemporary works, these texts should be chosen from among seminal U.S. documents, the classics of American literature, and the timeless dramas of Shakespeare. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.

LA.K-12.6-12.WHST

Reading is critical to building knowledge in history/social studies as well as in science and technical subjects. College and career ready reading in these fields requires an appreciation of the norms and conventions of each discipline, such as the kinds of evidence used in history and science; an understanding of domain-specific words and phrases; an attention to precise details; and the capacity to evaluate intricate arguments, synthesize complex information, and follow detailed descriptions of events and concepts. In history/social studies, for example, students need to be able to analyze, evaluate, and differentiate primary and secondary sources. When reading scientific and technical texts, students need to be able to gain knowledge from challenging texts that often make extensive use of elaborate diagrams and data to convey information and illustrate concepts. Students must be able to read complex informational texts in these fields with independence and confidence because the vast majority of reading in college and workforce training programs will be sophisticated nonfiction. It is important to note that these Reading standards are meant to complement the specific content demands of the disciplines, not replace them.

LA.K-12.W

LA.K-12.

Text Types and Purposes

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LA.K-12.W.CCR.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

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LA.K-12.W.CCR.2

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

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LA.K-12.W.CCR.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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LA.K-12.

Production and Distribution of Writing

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LA.K-12.W.CCR.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

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LA.K-12.W.CCR.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

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LA.K-12.W.CCR.6

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

LA.K-12.

Research to Build and Present Knowledge

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LA.K-12.W.CCR.7

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

LA.K-12.W.CCR.8

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

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LA.K-12.W.CCR.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

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LA.K-12.

Range of Writing

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LA.K-12.W.CCR.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

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LA.K-12.

Note on range and content in student writing

LA.K-12.K-5

To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events. They learn to appreciate that a key purpose of writing is to communicate clearly to an external, sometimes unfamiliar audience, and they begin to adapt the form and content of their writing to accomplish a particular task and purpose. They develop the capacity to build knowledge on a subject through research projects and to respond analytically to literary and informational sources. To meet these goals, students must devote significant time and effort to writing, producing numerous pieces over short and extended time frames throughout the year.

LA.K-12.6-12

For students, writing is a key means of asserting and defending claims, showing what they know about a subject, and conveying what they have experienced, imagined, thought, and felt. To be college- and career- ready writers, students must take task, purpose, and audience into careful consideration, choosing words, information, structures, and formats deliberately. They need to know how to combine elements of different kinds of writing—for example, to use narrative strategies within argument and explanation within narrative—to produce complex and nuanced writing. They need to be able to use technology strategically when creating, refining, and collaborating on writing. They have to become adept at gathering information, evaluating sources, and citing material accurately, reporting findings from their research and analysis of sources in a clear and cogent manner. They must have the flexibility, concentration, and fluency to produce high-quality first-draft text under a tight deadline as well as the capacity to revisit and make improvements to a piece of writing over multiple drafts when circumstances encourage or require it.

LA.K-12.SL

Speaking and Listening

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LA.K-12.

Comprehension and Collaboration

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LA.K-12.SL.CCR.1

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

LA.K-12.SL.CCR.2

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

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LA.K-12.SL.CCR.3

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

LA.K-12.

Presentation of Knowledge and Ideas

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LA.K-12.SL.CCR.4

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

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LA.K-12.SL.CCR.5

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

LA.K-12.SL.CCR.6

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

LA.K-12.

Note on range and content of student speaking and listening

LA.K-12.K-5.a

To build a foundation for college and career readiness, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner. Being productive members of these conversations requires that students contribute accurate, relevant information; respond to and develop what others have said; make comparisons and contrasts; and analyze and synthesize a multitude of ideas in various domains.

LA.K-12.K-5.b

New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. Digital texts confront students with the potential for continually updated content and dynamically changing combinations of words, graphics, images, hyperlinks, and embedded video and audio.

LA.K-12.6-12.a

To become college and career ready, students must have ample opportunities to take part in a variety of rich, structured conversations—as part of a whole class, in small groups, and with a partner—built around important content in various domains. They must be able to contribute appropriately to these conversations, to make comparisons and contrasts, and to analyze and synthesize a multitude of ideas in accordance with the standards of evidence appropriate to a particular discipline. Whatever their intended major or profession, high school graduates will depend heavily on their ability to listen attentively to others so that they are able to build on others’ meritorious ideas while expressing their own clearly and persuasively.

LA.K-12.6-12.b

New technologies have broadened and expanded the role that speaking and listening play in acquiring and sharing knowledge and have tightened their link to other forms of communication. The Internet has accelerated the speed at which connections between speaking, listening, reading, and writing can be made, requiring that students be ready to use these modalities nearly simultaneously. Technology itself is changing quickly, creating a new urgency for students to be adaptable in response to change.

LA.K-12.L

LA.K-12.

Conventions of Standard English

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LA.K-12.L.CCR.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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LA.K-12.L.CCR.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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LA.K-12.

Knowledge of Language

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LA.K-12.L.CCR.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

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LA.K-12.

Vocabulary Acquisition and Use

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LA.K-12.L.CCR.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

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LA.K-12.L.CCR.5

Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

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LA.K-12.L.CCR.6

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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LA.K-12.

Note on range and content of student language use

LA.K-12.K-5

To build a foundation for college and career readiness in language, students must gain control over many conventions of standard English grammar, usage, and mechanics as well as learn other ways to use language to convey meaning effectively. They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.

LA.K-12.6-12

To be college and career ready in language, students must have firm control over the conventions of standard English. At the same time, they must come to appreciate that language is as at least as much a matter of craft as of rules and be able to choose words, syntax, and punctuation to express themselves and achieve particular functions and rhetorical effects. They must also have extensive vocabularies, built through reading and study, enabling them to comprehend complex texts and engage in purposeful writing about and conversations around content. They need to become skilled in determining or clarifying the meaning of words and phrases they encounter, choosing flexibly from an array of strategies to aid them. They must learn to see an individual word as part of a network of other words—words, for example, that have similar denotations but different connotations. The inclusion of Language standards in their own strand should not be taken as an indication that skills related to conventions, effective language use, and vocabulary are unimportant to reading, writing, speaking, and listening; indeed, they are inseparable from such contexts.

Reading: Literature

LA.K-5.

Reading: Literature

LA.K-5.

The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Kindergarten-Grade 5 Strand Introductions

LA.K-5.

Reading: Foundational Skills

LA.K-5.

These standards are directed toward fostering students’ understanding and working knowledge of concepts of print, the alphabetic principle, and other basic conventions of the English writing system. These foundational skills are not an end in and of themselves; rather, they are necessary and important components of an effective, comprehensive reading program designed to develop proficient readers with the capacity to comprehend texts across a range of types and disciplines. Instruction should be differentiated: good readers will need much less practice with these concepts than struggling readers will. The point is to teach students what they need to learn and not what they already know—to discern when particular children or activities warrant more or less attention.

Writing

LA.K-5.

Writing

LA.K-5.

The following standards for K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Each year in their writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary and syntax to the development and organization of ideas, and they should address increasingly demanding content and sources. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The expected growth in student writing ability is reflected both in the standards themselves and in the collection of annotated student writing samples in Appendix C.

Speaking & Listening

LA.K-5.

Speaking & Listening

LA.K-5.

The following standards for K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades.

Language

LA.K-5.

Language

LA.K-5.

The following standards for grades K–5 offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Beginning in grade 3, skills and understandings that are particularly likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking are marked with an asterisk (*).

Reading

LA.K.R

LA.K.RL

LA.K.

Key Ideas and Details

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LA.K.RL.CCR.1

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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LA.K.RL.K.1

With prompting and support, ask and answer questions about key details in a text.

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LA.K.RL.CCR.2

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

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LA.K.RL.K.2

With prompting and support, retell familiar stories, including key details.

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LA.K.RL.CCR.3

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

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LA.K.RL.K.3

With prompting and support, identify characters, settings, and major events in a story.

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LA.K.

Craft and Structure

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LA.K.RL.CCR.4

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

LA.K.RL.K.4

Ask and answer questions about unknown words in a text.

LA.K.RL.CCR.5

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

LA.K.RL.K.5

Recognize common types of texts (e.g., storybooks, poems).

LA.K.RL.CCR.6

Assess how point of view or purpose shapes the content and style of a text.

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LA.K.RL.K.6

With prompting and support, name the author and illustrator of a story and define the role of each in telling the story.

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LA.K.

Integration of Knowledge and Ideas

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LA.K.RL.CCR.7

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

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LA.K.RL.K.7

With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).

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LA.K.RL.CCR.8

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

LA.K.RL.CCR.9

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

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LA.K.RL.K.9

With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.

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LA.K.

Range of Reading and Level of Text Complexity

LA.K.RL.CCR.10

Read and comprehend complex literary and informational texts independently and proficiently.

LA.K.RL.K.10

Actively engage in group reading activities with purpose and understanding.

LA.K.RI

Informational Text

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LA.K.

Key Ideas and Details

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LA.K.RI.CCR.1

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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LA.K.RI.K.1

With prompting and support, ask and answer questions about key details in a text.

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LA.K.RI.CCR.2

Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

LA.K.RI.K.2

With prompting and support, identify the main topic and retell key details of a text.

LA.K.RI.CCR.3

Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

LA.K.RI.K.3

With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

LA.K.

Craft and Structure

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LA.K.RI.CCR.4

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

LA.K.RI.K.4

With prompting and support, ask and answer questions about unknown words in a text.

LA.K.RI.CCR.5

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

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LA.K.RI.K.5

Identify the front cover, back cover, and title page of a book.

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LA.K.RI.CCR.6

Assess how point of view or purpose shapes the content and style of a text.

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LA.K.RI.K.6

Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

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LA.K.

Integration of Knowledge and Ideas

LA.K.RI.CCR.7

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

LA.K.RI.K.7

With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).

LA.K.RI.CCR.8

Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

LA.K.RI.K.8

With prompting and support, identify the reasons an author gives to support points in a text.

LA.K.RI.CCR.9

Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

LA.K.RI.K.9

With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

LA.K.

Range of Reading and Level of Text Complexity

LA.K.RI.CCR.10

Read and comprehend complex literary and informational texts independently and proficiently.

LA.K.RI.K.10

Actively engage in group reading activities with purpose and understanding.

LA.K.RF

Foundational Skills

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LA.K.

LA.K.RF.K.1

Demonstrate understanding of the organization and basic features of print.

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LA.K.RF.K.1.a

Follow words from left to right, top to bottom, and page by page.

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LA.K.RF.K.1.b

Recognize that spoken words are represented in written language by specific sequences of letters.

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LA.K.RF.K.1.c

Understand that words are separated by spaces in print.

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LA.K.RF.K.1.d

Recognize and name all upper- and lowercase letters of the alphabet.

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LA.K.

Phonological Awareness

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LA.K.RF.K.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

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LA.K.RF.K.2.a

Recognize and produce rhyming words.

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LA.K.RF.K.2.b

Count, pronounce, blend, and segment syllables in spoken words.

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LA.K.RF.K.2.c

Blend and segment onsets and rimes of single-syllable spoken words.

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LA.K.RF.K.2.d

Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/, /r/, or /x/.)

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LA.K.RF.K.2.e

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

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LA.K.

Phonics and Word Recognition

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LA.K.RF.K.3

Know and apply grade-level phonics and word analysis skills in decoding words.

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LA.K.RF.K.3.a

Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

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LA.K.RF.K.3.b

Associate the long and short sounds with common spellings (graphemes) for the five major vowels.

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LA.K.RF.K.3.c

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

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LA.K.RF.K.3.d

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

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LA.K.

Fluency

LA.K.RF.K.4

Read emergent-reader texts with purpose and understanding.

Writing

LA.K.W

LA.K.

Text Types and Purposes

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LA.K.W.CCR.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

LA.K.W.K.1

Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is...).

LA.K.W.CCR.2

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

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LA.K.W.K.2

Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

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LA.K.W.CCR.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

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LA.K.W.K.3

Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

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LA.K.

Production and Distribution of Writing

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LA.K.W.CCR.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LA.K.W.CCR.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

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LA.K.W.K.5

With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.

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LA.K.W.CCR.6

Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

LA.K.W.K.6

With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

LA.K.

Research to Build and Present Knowledge

LA.K.W.CCR.7

Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

LA.K.W.K.7

Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

LA.K.W.CCR.8

Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

LA.K.W.K.8

With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

LA.K.W.CCR.9

Draw evidence from literary or informational texts to support analysis, reflection, and research.

LA.K.

Range of Writing

LA.K.W.CCR.10

Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Kindergarten English Language Arts & Literacy in History/Social Studies, Science, & Technical Subjects

LA.K.SL

Speaking and Listening

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LA.K.

Comprehension and Collaboration

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LA.K.SL.CCR.1

Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

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LA.K.SL.K.1

Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

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LA.K.SL.K.1.a

Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion).

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LA.K.SL.K.1.b

Continue a conversation through multiple exchanges.

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LA.K.SL.CCR.2

Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

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LA.K.SL.K.2

Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

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LA.K.SL.CCR.3

Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

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LA.K.SL.K.3

Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

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LA.K.

Presentation of Knowledge and Ideas

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LA.K.SL.CCR.4

Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

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LA.K.SL.K.4

Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.

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LA.K.SL.CCR.5

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

LA.K.SL.K.5

Add drawings or other visual displays to descriptions as desired to provide additional detail.

LA.K.SL.CCR.6

Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

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LA.K.SL.K.6

Speak audibly and express thoughts, feelings, and ideas clearly.

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Language

LA.K.L

LA.K.

Conventions of Standard English

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LA.K.L.CCR.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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LA.K.L.K.1

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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LA.K.L.K.1.a

Print many upper- and lowercase letters.

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LA.K.L.K.1.b

Use frequently occurring nouns and verbs.

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LA.K.L.K.1.c

Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes).

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LA.K.L.K.1.d

Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how).

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LA.K.L.K.1.e

Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with).

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LA.K.L.K.1.f

Produce and expand complete sentences in shared language activities.

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LA.K.L.CCR.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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LA.K.L.K.2

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

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LA.K.L.K.2.a

Capitalize the first word in a sentence and the pronoun I.

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LA.K.L.K.2.b

Recognize and name end punctuation.

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LA.K.L.K.2.c

Write a letter or letters for most consonant and short-vowel sounds (phonemes).

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LA.K.L.K.2.d

Spell simple words phonetically, drawing on knowledge of sound-letter relationships.

LA.K.

Knowledge of Language

LA.K.L.CCR.3

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

LA.K.

Vocabulary Acquisition and Use

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LA.K.L.CCR.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

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LA.K.L.K.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content.

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LA.K.L.K.4.a

Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck).

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LA.K.L.K.4.b

Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word.

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LA.K.L.CCR.5

Demonstrate understanding of figurative language, word relationships and nuances in word meanings.

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LA.K.L.K.5

With guidance and support from adults, explore word relationships and nuances in word meanings.

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LA.K.L.K.5.a

Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent.

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LA.K.L.K.5.b

Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms).

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LA.K.L.K.5.c

Identify real-life connections between words and their use (e.g., note places at school that are colorful).

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LA.K.L.K.5.d

Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.

LA.K.L.CCR.6

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

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LA.K.L.K.6

Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

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